t Wo r k b o o k

Stude n

Maryland Driver
Education Curriculum
 Table Of Contents

UNIT ONE: Orientation to Driver Education..................................... 1.1

UNIT TWO: Signs, Signals, and Pavement Markings....................... 2.1
UNIT THREE: Getting Started.............................................................. 3.1
UNIT FOUR: Breaking Away............................................................... 4.1
UNIT FIVE: Driving in Neighborhoods.............................................. 5.1
UNIT SIX: Urban, Suburban, and Rural Roads...............................6.1
UNIT SEVEN: Driving on Expressways..................................................7.1
UNIT EIGHT: Crashes and Malfunctions..............................................8.1
UNIT NINE: Making Good Decisions.................................................9.1

Disclaimer: The information in the Driver Education Classroom and In-car Curriculum is, of necessity,
generic in nature and is for general instructional purposes only. Student drivers and their supervising
drivers should refer to their vehicle’s owner’s manual for specific information on their automobile and
state motor vehicle law for specific information regarding traffic law and regulation and to obtain the
most current information.

Revised June, 2017

 Eight Danger Zones

Danger Zone #1: Driver Inexperience

What Coaches Can Do
Provide at least 60 hours of supervised driving practice over at least nine
months.
Practice on a variety of roads, at different times of day, and in varied weather
and traffic conditions.
Stress the importance of continually scanning for potential hazards including
other vehicles, bicyclists, and pedestrians.

Danger Zone #2: Driving With Teen Passengers

What Coaches Can Do

Unit One: Orientation to Driver Education

Follow Maryland’s Graduated Licensing System for passenger restrictions,
which forbids provisional license holders under the age of 18 from carrying
passengers under the age of 18, except for family members. Violations may
result in a suspension of driving privileges.
Follow this rule for at least the first five months that your teen is driving.

Danger Zone #3: Nighttime Driving

What Coaches Can Do
Maryland’s Graduated Licensing System restricts provisional license holders
under the age of 18 from driving between 12 Midnight and 5 AM unless for
school, sports, job or volunteer work.
Practice nighttime driving with your teen when you think they are ready.

Danger Zone #4: Not Using Seat Belts

What Coaches Can Do
Require your teen to wear a seat belt on every trip. This simple step can reduce
your teen’s risk of dying or being badly injured in a crash by about half.

Student Workbook For Maryland Driver Education Curriculum 1.1

 Eight Danger Zones

Danger Zone #5: Driver Inexperience

What Coaches Can Do
Don’t allow activities that may take your teen’s attention away from driving,
such as talking on a cell phone, texting, eating, or playing with the radio.
Learn more about distracted driving. Visit www.distraction.gov.

Danger Zone #6: Drowsy Driving

What Coaches Can Do
Know your teen’s schedule so you can be sure he or she is well rested before
getting behind the wheel.
Unit One: Orientation to Driver Education

Danger Zone #7: Reckless Driving

What Coaches Can Do
Make sure your teen knows to follow the speed limit and adjust their speed to
match road conditions.
Remind your teen to maintain enough space behind the vehicle ahead to avoid
a crash in case of a sudden stop.

Danger Zone #8: Impaired Driving

What Coaches Can Do
Be a good role model: never drink and drive.
Reinforce this message with a Parent-Teen Driving Agreement.
Learn more about impaired driving.
Get the statistics on teen drinking and driving.

1.2 Student Workbook For Maryland Driver Education Curriculum

Expectations & Responsibilities for Coaches

How can I help my new driver to

become a safe and confident driver?

What will my new driver do to

Unit One: Orientation to Driver Education

become a safe and confident driver?

How will the driving school help the new driver

to become a safe and confident driver?

Student Workbook For Maryland Driver Education Curriculum 1.3

 Expectations & Responsibilities for New Drivers

How will my driving coach help me to

become a safe and confident driver?

What will I do to become a safe and confident driver?

Unit One: Orientation to Driver Education

How will the driving school help me to drive safely?

1.4 Student Workbook For Maryland Driver Education Curriculum

 Rookie Driver-Coach Agreement
This agreement gives you and your new driver an opportunity to set
some ground rules for both of you. These can be rules for your driver
while learning to drive and can be updated after receiving a provisional
license. The more involved you are as a coach, the safer your new driver
will be.

Rookie Driver
• I can drive from _________________ (times) to _________________ (times) with _________________ and
_________________ but may have no more than _____ passengers in the vehicle at any time.
• I may drive on the following roads:______________________________________________________________
• I will focus on driving when driving.
• I may not text at any time while driving or use a phone for any reason while driving.
• I will always wear my safety belt and make sure that all my passengers are also wearing their safety

Unit One: Orientation to Driver Education

belts even if we are just driving around a parking lot.
• I will not drink alcohol and drive for any reason.
• I will not use any illegal drug and drive.
• I will obey the restrictions of my provisional license.
• If I violate these rules, I will face the following consequences.
o First offense:______________________________________________________________________________
o Second offense: __________________________________________________________________________
o Third offense:_____________________________________________________________________________

Signed:_____________________________________________________ Date:_______________________________

For the coach

• I agree to supervise the completion of 60 hours of supervised driving.
• I agree to be a model driver and follow all Maryland driving laws.
• I agree to be supportive and provide CONSTRUCTIVE, HELPFUL comments to my new driver.
• I agree to set limits to ensure safe driving and to enforce the Maryland driving law with my
new driver.

Signed:_____________________________________________________ Date:_______________________________

Student Workbook For Maryland Driver Education Curriculum 1.5

 HOW DO I DRIVE?

Fill in the Best Answer

1) When I drive, I focus __________________ of the time.

ALL MOST SOME NONE

2) I use my seat belts __________________ of the time.

ALL MOST SOME NONE

3) I __________________ text when I drive.

NEVER SOMETIMES FREQUENTLY ALWAYS

4) I am __________________ rested before I set out for a long drive.

Unit One: Orientation to Driver Education

NEVER SOMETIMES FREQUENTLY ALWAYS

5) I __________________ drive with two hands on the steering wheel in an appropriate place.
(Bonus: What is the appropriate hand placement?)
NEVER SOMETIMES FREQUENTLY ALWAYS

6) I _________________ yell at other drivers when they do something careless or dangerous.

NEVER SOMETIMES FREQUENTLY ALWAYS

7) When I drive, I maintain my speed ______________________________________________ .

WITHIN 10 MPH OF TO KEEP UP WITH THE AT THE POSTED SPEED LIMIT
POSTED LIMIT FLOW OF TRAFFIC

8) The driving rules established by the Maryland Graduated Licensing System are
__________________ that __________________ be followed.
SUGGESTIONS GUIDELINES LAWS
SHOULD CAN MUST

9) Graduated licensing has made driving for new drivers _____________________________.

SAFER THE SAME MORE DANGEROUS

1.6 Student Workbook For Maryland Driver Education Curriculum

 Taking the Road Test

1 What are the two components of the skills test or behind-the-

wheel test?

2 What were the specific points about your vehicle and getting it
ready to go to the MVA to take the test?

Unit One: Orientation to Driver Education

3 Who must accompany you to the MVA to take the driving test?

4 What must a new driver bring to the MVA to take the test?

5 What were some specific driving problems that the video

discussed which may cause a new driver to fail the driving test?

Student Workbook For Maryland Driver Education Curriculum 1.7

 Review: Unit One

Fill in the chart below.

LEARNER’S PROVISIONAL DRIVER

PERMIT LICENSE LICENSE

Minimum Age

Cosigner?
Unit One: Orientation to Driver Education

Seat Belt Use

Cellphone Use

Texting

Nighttime
Restrictions

Passenger
Restrictions

Alcohol
Restrictions

Consequences

1.8 Student Workbook For Maryland Driver Education Curriculum

 NOTES
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Unit One: Orientation to Driver Education

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Student Workbook For Maryland Driver Education Curriculum 1.9

 The Highway Transportation System

Every time you drive, you are part of an extensive

system known as the Highway Transportation System

The three main parts of the People, vehicles, and highways.

Highway Transportation
System (HTS)
The purpose of the HTS To move people, vehicles, and cargo
from one place to another in a safe,
efficient, and economical manner.
Users of the HTS Drivers, passengers, motorcyclists,
Unit Two: Signs, Signals, and Pavement Markings

bicyclists, pedestrians, trucks, buses,

recreational vehicles, horse-drawn
vehicles, and other users.
The least trained and Pedestrians, some of whom don’t drive
most vulnerable users and may not know driving rules and
of the HTS regulations.
Some dangers on the HTS Children, the elderly, the distracted,
animals, bad weather and poor road
conditions.
The HTS is a sub-system of The NTS is made up of the highway,
the National Transportation rail, water, air, pipeline and transit
System (NTS) systems.

2.1 Student Workbook For Maryland Driver Education Curriculum

 The Highway Transportation System

1 Who do you know on the road right now?

How would you feel if someone violated the rules of the HTS and
2 hurt someone in your family?

Unit Two: Signs, Signals, and Pavement Markings

3 What behaviors do irresponsible users of the HTS demonstrate?

4 How can you be a responsible member of the HTS community?

Student Workbook For Maryland Driver Education Curriculum 2.2

 Highway Transportation System:
Language of the Road

1 How does communication get used on the road?

2 Why is communication important on the road?

3
Unit Two: Signs, Signals, and Pavement Markings

Does effective communication have anything to do with safety?

How is it possible to successfully communicate when a driver cannot

4 “speak” to the other drivers around him/her?

How do signs, signals, and pavement markings communicate to

5 other drivers?

6 How do signs, signals, and pavement markings contribute to safety?

How would distraction impact the communication of signs, signals, and

7 pavement markings?

2.3 Student Workbook For Maryland Driver Education Curriculum

 Warning Signs
What are the messages being conveyed by these warning signs?

Unit Two: Signs, Signals, and Pavement Markings

Student Workbook For Maryland Driver Education Curriculum 2.4

 Regulatory Signs

A B C
Unit Two: Signs, Signals, and Pavement Markings

D E F

1 What are each of the above signs telling a driver that he/she can or cannot do?
A D
B E
C F
2 Where might a driver find each of these types of signs?
A D
B E
C F
3 What does each sign allow a driver to do or prohibiting them from doing?
A D
B E
C F
What might the risks for each sign be if a driver failed to obey or recognize the
4
sign?
A D
B E
C F

2.5 Student Workbook For Maryland Driver Education Curriculum

 Toward Zero Deaths in Maryland - Speeding

Why do police officers feel so passionately about speeding and its

1 effects?

According to the video, what are some of the most significant

2 consequences of speeding?

Unit Two: Signs, Signals, and Pavement Markings

3 What are at least three pro’s and three cons of speeding?

What is your reaction to this statement made by Dr. Thomas

Scalea from Shock Trauma, “Speeding makes everything worse.
4 It amplifies the effects of all injuries. It takes a relatively minor
set of injuries and makes them life-threatening”

Student Workbook For Maryland Driver Education Curriculum 2.6

 Does Anybody Stop at Stop Signs?
Did most of the drivers in the video stop correctly? Did they stop safely and legally?
Check off below whether the stop was legal or illegal and why you thought so.

1 Red SUV turning right Legal Illegal

Why?
2 Green SUV turning right Legal Illegal

Why?
3 Red Passenger car turning right Legal Illegal

Why?
4 Gold van turning right Legal Illegal

Why?
5 Blue passenger car turning right Legal Illegal

Why?
Unit Two: Signs, Signals, and Pavement Markings

6 Black passenger car turning right Legal Illegal

Why?
7 Light brown passenger car turning right Legal Illegal

Why?
8 Green passenger car turning left Legal Illegal

Why?
9 Silver SUV turning right Legal Illegal

Why?
10 Black pickup truck turning right Legal Illegal

Why?
11 Gold SUV turning right Legal Illegal

Why?

What kinds of risks did these drivers create?

How could their errors be corrected?

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2.7 Student Workbook For Maryland Driver Education Curriculum

 Special Lanes

HOV Lanes HOV lanes may be separated from traffic

by a concrete barricade or may be
separated by a double white line and have
a white diamond shape in the lane.
Bike Lanes Usually separated by double lines and
usually have BIKE LANE written in white
in the lane. Bike lanes may also be
indicated by a picture of a bicycle on the
pavement.
School or Pedestrian Indicated by a series of diagonal white
Crossings lines. May also have yellow warning signs

Unit Two: Signs, Signals, and Pavement Markings

to prepare drivers to stop or pay attention.
Stop Line for Rail Indicated by white lines. Drivers are also
Crossings usually warned of an upcoming railroad
crossing by a warning sign or a crossbuck.
Shared Left Turn Lanes Special lanes for turning left from a
highway and onto a highway.
Extension of Lane Special guides through very large
Indicators into an intersections.
Intersection
Reversible Lanes Special commuter lanes. They change
direction depending on time and the
direction of commuter traffic.

Student Workbook For Maryland Driver Education Curriculum 2.8

 Review: Unit Two
1 What is the difference between real risk and possible risk?

2 What are some examples of regulatory signs?

3 What are some uses of white pavement markings?

Unit Two: Signs, Signals, and Pavement Markings

4 What are some uses of yellow pavement markings?

5 Describe the process for stopping your vehicle?

6 What is the difference between a yellow speed sign and a white and black one?

7 What are some of the common myths about speed limits and speeding?

2.9 Student Workbook For Maryland Driver Education Curriculum

 NOTES
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Student Workbook For Maryland Driver Education Curriculum 2.10

 Steps in a Pre-Drive Check

Lock Doors
Why?

Adjust Seats for Best Control

Why and how?

Adjust Inside and Outside Mirrors

Why and how?

Fasten and Adjust Safety Belt

Why and how?

Make Sure All Passengers Buckle Up

Why and how?
Unit Three: Getting Started

Adjust Head Restraints

Why and how?

3.1 Student Workbook For Maryland Driver Education Curriculum

 Car Fluids

Transmission Fluid
Color, thickness, smell

Function

Possible problems if low or empty

Oil
Color, thickness, smell

Function

Possible problems if low or empty

Coolant
Color, thickness, smell

Function

Unit Three: Getting Started

Possible problems if low or empty

Fuel
Color, thickness, smell

Function

Possible problems if low or empty

Any Other Fluids and Their Functions?

Student Workbook For Maryland Driver Education Curriculum 3.2

 For more information visit www.KidsAndCars.org or contact us at email@KidsAndCars.org.

Backover Fact Sheet

In the U.S., 50 children are backed over EVERY WEEK because a driver could not see them.
Rear view cameras can be installed on any vehicle to end these predictable tragedies.
Blind zones… every vehicle has them
A blind zone is the area behind a vehicle where the driver cannot see even
when looking back and using their rear and side view mirrors correctly.
(Blind zones are also in front of cars but are not as large)
 Average blind zone = 15 to 25 feet
 Shorter drivers = larger blind zones
 Over 60% of backovers involve a larger vehicle (truck, van, SUV)

Circumstances
 Backovers take place mainly in driveways and parking lots.
 In over 70% of these incidents, a parent or close relative is the driver behind the wheel.
  Bye-Bye Syndrome™: Children don’t want to be left behind when they hear the words ‘bye-bye.’ Many
times children follow behind the person who is leaving. The driver is unaware the child snuck out,
thinking they are still safe inside. The child stands behind the vehicle where they cannot be seen and is
backed over.

Contributing Factors
Unit Three: Getting Started

You cannot avoid hitting something you literally cannot see.

Most drivers are unaware of the very large, dangerous blind zone
 
that is found behind ALL vehicles.
 Children do not understand the danger of a slow-moving vehicle;
they believe if they see the vehicle, the driver can see them.
 Children do not recognize boundaries (property lines, sidewalks,
driveways or parking spaces) and are very impulsive.

Age
 The predominant age of backover victims is one year old. (12-23
months). Toddlers have just started walking/running at this age,
testing the limits and trying new things.
 Children younger than 5 years old are at the most risk, but children of all ages can be backed over.

Statistics
  On average 232 fatalities and 13,000 injuries occur every year due to backovers.
  Thousands of children are seriously injured or killed every year because a driver backing up was not able
to see them behind their vehicle. Many elderly people are also backed over by vehicles.

Rear Visibility Standard:

To reduce the risk of devastating backover crashes involving vulnerable populations (especially very young
children), KidsAndCars.org and their partners, worked to prevent these predictable and preventable tragedies
for over one decade. A rear visibility standard was issued on April 7, 2014 as mandated by the Cameron
Gulbransen Kids Transportation Safety Act.

For more information visit www.KidsAndCars.org or contact us at email@KidsAndCars.org.

3.3 Student Workbook For Maryland Driver Education Curriculum

The Department of Transportation (DOT) issued the final rule to expand the required field of view for all
passenger vehicles weighing less than 10,000 pounds.
This new standard specifies the area behind a vehicle which must be visible to the driver when the vehicle
is placed into reverse. The agency anticipates that in the near term, vehicle manufacturers will use rear view
camera systems and in vehicle visual displays to meet the requirements of this rule. All motor vehicles sold
or leased in the U.S. must comply with this regulation by May 2018.
KidsAndCars.org anticipates that the rear visibility rule will significantly reduce backover crashes. Education
and awareness of backover crashes will continue to be critical for decades because most older-model
vehicles do not have rear view cameras. All vehicles can and should be retrofitted to include rearview
technology.

Prevention/Safety Tips:
KidsAndCars.org urges everyone to install a rear view camera and sensors on their vehicle. Many drivers
[incorrectly] believe they have to wait until they purchase a new vehicle to have a rear view camera system; but
an after-market rear view camera and/or sensors can be installed on ANY vehicle.
Drivers should also heighten their awareness before engaging a vehicle into reverse; especially when children
are present. Young children are impulsive and unpredictable; and they still have very poor judgment and little
understanding of danger.
 Always
 walk around and behind a vehicle prior to moving it.
Know where your children are. Make sure they move away from your vehicle to a place where they are
 
in full view before moving the car. Verify that another adult is directly supervising children before moving
your vehicle.

Unit Three: Getting Started

Install a rear view camera, back-up sensors and/or additional mirrors on your vehicles. Use these
 
devices in addition to looking around and behind your vehicle carefully to detect if anything is in your
path before backing.
Make sure children hold hands with an adult in parking lots at ALL times. If you have multiple children
 
and not enough hands, create a hand-holding train or fasten the younger children into a stroller and
make sure everyone stays together.
Teach children that “parked” vehicles might move and make sure they understand that the driver might
 
not be able to see them, even if they can see the driver.
Teach your children to never play in, around or behind a vehicle. The driveway is not a safe place to play.
 
If you have an adult passenger with you, ask them to stand outside the vehicle and watch for children or
 
animals as you back out. Ensure they are a safe distance away from the vehicle so that they are not in
any danger.
Be aware that steep inclines and large SUVs, vans and trucks can add to the difficulty of seeing behind a
 
vehicle.
Keep toys, bikes and other sports equipment out of the driveway.
 
Trim landscaping around the driveway to ensure drivers can see the sidewalk, street and pedestrians
 
clearly when backing out of their driveway. Pedestrians also need to be able to see a vehicle pulling out
of the driveway.
Install extra locks on doors inside the home high enough so children cannot reach them and toddlers
 
cannot slip outside on their own.
Roll down the driver’s side window when backing so you can hear if someone is warning you to stop.
 
Be especially careful about keeping children safe in and around cars during busy times, schedule
 
changes and periods of crisis or holidays.

Please share these important safety tips with your childcare providers, teachers, relatives, friends, family and
neighbors…
THESE PRECAUTIONS CAN SAVE LIVES.
Student Workbook For Maryland Driver Education Curriculum 3.4
 B.G.E. Mirror Settings

1 Can you rely solely on back-up cameras?

2 Where should the inside rearview mirror be aimed?

What is the area between the inside mirror view and what we cannot
3 see to either side?
Unit Three: Getting Started

4 How should the outside mirrors be set?

5 What are some of the advantages of the BGE setting?

3.5 Student Workbook For Maryland Driver Education Curriculum

 Enhanced Mirror Settings

Advantages
Increased With the side mirrors more slightly angled, the driver will gain
Visibility increased visual coverage of blind spots.
Increased With the side mirrors more slightly angled, the driver will gain
Visibility increased visual coverage of blind spots.
Less Time Brief glances to mirrors takes less time than turning head to side.
Night Glare Night glare is eliminated until vehicle moves into mirror blind zone.

Setting Your Mirrors

To set the left side mirror, the driver must rest their head against the
Left Mirror closed window and set the mirror to barely show the rear edge of the
vehicle.
To set the right side mirror, the driver should lean to the right so
the head is directly below the rear view mirror or above the center
Right Mirror
console. The mirror should be adjusted the same way as the left side,
so that the edge of the right side of your vehicle can barely be seen.

Unit Three: Getting Started

Concerns
Alongside Vehicles visible in side mirrors will be alongside your vehicle.
If the driver needs to see alongside the car, a movement of the head to
Head checks the left window or to the center of the vehicle will give the traditional
view as well as the enhanced mirror view.

Student Workbook For Maryland Driver Education Curriculum 3.6

 Mirror Usage
Mirror checks answer three important questions:
• Are there vehicles present?
• If yes, what is their location?
• If yes, what is the size and relative speed of the detected vehicles?

When stopping
Anytime a driver prepares to slow or stop, the driver’s eyes should
Stopping
scan first to the rear view mirror.
Direct attention to the rear view mirror until two cars have stopped
Rear View
behind the vehicle.
Quick Use multiple, quick glances, not a long stare.

When turning
Mirrors should be checked before any change of speed or position is
Before
made to enable assessment and control of rear and side space.
The driver should assess the space to the rear as soon as the turn is
After
completed, and then assess the space to the front.
Unit Three: Getting Started

When changing lanes

When a driver is attempting to change lanes, they should check mirrors
Changing
as well as perform head checks before any change of speed or position
Lanes
is made. This enables assessment and control of rear and side space.

Checking mirror blind areas

Regular side view mirrors, even when angled out an additional 12 to
16 degrees (enhanced setting), do not provide sufficient information to
Head Checks
safely make a movement to the side without first making a mirror blind
spot check.
A mirror blind spot check involves making a quick eye movement over
Quick the shoulder to the left or right in the direction of intended vehicle
movement.

3.7 Student Workbook For Maryland Driver Education Curriculum

 Myths and Facts: Seat Belts

MYTH FACT
Seat belts are Initially people may find that seat belts are uncomfortable, confining
uncomfortable or or inconvenient; the serious discomfort and inconvenience of motor
inconvenient. vehicle crash injury in no way compares to the imaginary discomfort or
the inconvenience you may think you feel wearing a seat belt the first
few times.
The seat belts in my car Newer shoulder belts are made so that you can move comfortably but
don’t work. they will lock up during sudden stops or crashes. Many people mistake
this freedom of movement as a broken mechanism. Newer shoulder
belts are designed to lock up only when the car changes speed or
direction suddenly.
Drivers in air bag – Air bags provide supplemental protection in frontal crashes, but
equipped vehicles don’t motorists can slide under them if they are not wearing a seat belt. Air
need to wear seat belts. bags will not help in side or rear impact crashes or rollover crashes.
I don’t want to be Crashes involving fire or water happen in only 1/2 of one percent of all
trapped in a fire or crashes. When they do occur, your best chance of surviving rests in
underwater. remaining conscious, alert, and uninjured. The greatest danger is with
the impact that precedes the fire or submersion in water. If you're not
using a seat belt, it's very likely that you will be knocked unconscious or
severely injured.
I’d rather be thrown Being thrown safely clear in a crash is almost impossible. You are more
clear in a crash. likely to be thrown through the windshield, scraped along the pavement,

Unit Three: Getting Started

or even crushed by your own vehicle or another one. The idea of being
thrown from a car and gently landing in a grassy area beside the road is
pure fantasy. Your best bet during a crash is to stay inside the vehicle,
securely held by your seat belt.
Seat belts can hurt you Properly worn seat belts seldom cause injuries. If they do, the injuries
in a crash. are usually surface bruises and are generally less severe than would
have been the case without any belt. Without seat belts, you could have
been thrown out of the vehicle and severely injured. Sometimes the
force of a crash is so great that nothing could have prevented injuries.
Injuries in most serious crashes would have been much more severe
had seat belts not been worn.
I’m not going far and I This is the comment that so many people living in rural areas use when
won’t be going fast. asked why they do not buckle up. Most crash deaths occur within 25
miles of home and at speeds of less than 40 miles per hour.
The chance that I’ll It's comfortable to think that accidents only happen to other people;
have an accident is so one out of three people will be seriously injured in a car crash sometime
small; those things only during their lives. This is really a significant risk. We never know when it
happen to other people. will occur or how it will occur. The answer -- buckle up every trip, every
time.
I’m a good driver. It You may be a good driver but you cannot always control the other
won’t happen to me. drivers on the road. A drunk driver coming around the next curve may
not be a “good driver”. Again, you never know what might happen.
Buckle up every trip, every time.

Student Workbook For Maryland Driver Education Curriculum 3.8

 Staying Safe

Seat Belt Do’s and Don’ts

When properly adjusted, seatbelts are among the most important safety features in a motor vehicle.
Seat Belt Do’s Seat Belt Don’ts
Wear seat belts across the top of your shoulder
Never wear the seat belt loose or twisted.
and over your chest.
Never wear it under your arm or behind your
Wear it low across the hips.
back.
Check it frequently for a snug fit. Never wear it riding up over your stomach.
Wear it with your seat in an upright position, your
Never wear it slouching or reclining in your seat.
back against it and your feet on the floor.

Head Restraints
Reduce the risk of neck injury caused by whiplash from the impact of a crash.

Head Restraint Do’s Head Restraint Don’ts

Your head restraint should contact the back of
Avoid slouching or leaning forward.
your head.

Air Bags
Work in conjunction with safety belts and help absorb crash forces to minimize impact to the body
Unit Three: Getting Started

Air Bag Do’s Air Bag Don’ts

There should be 10-12 inches between the Avoid sitting too close or having the air bag
driver’s chest and the steering wheel. directed at your face.

3.9 Student Workbook For Maryland Driver Education Curriculum

 Unit Three: Getting Started

Student Workbook For Maryland Driver Education Curriculum 3.10

 Safety, Communication, Comfort and
Convenience Devices

Directions: Use this worksheet to determine whether your family’s or friend’s vehicle is
equipped with the following Safety, Communication, Comfort and Convenience devices,
and if so equipped, where the control levers, switches or buttons are located.

THIS PAGE SHOULD BE COMPLETED AS HOMEWORK SO NEW DRIVERS CAN BE

FAMILIAR WITH THE LOCATION OF EQUIPMENT ON THEIR OWN VEHICLES.

Equipped Yes/No Location of control lever or switch

Tilt steering wheel
Automatic transmission
Manual transmission
Parking brake
Cruise control
Mirror controls
Hazard flashers
Unit Three: Getting Started

Headlights
Instrument panel light switch
Hood release
Trunk release
Seat control, manual
Seat control, electric
Separate turn indicator lever
Washer/wiper lever
Air bag cut-off switch
Electric door locks
Childproof rear door locks
Power windows
4-wheel drive

3.11 Student Workbook For Maryland Driver Education Curriculum

 Advances in Vehicle Safety for
Today and Tomorrow

Many new technological advances in vehicle integrity are available in cars to lessen the effects
of a crash for today’s drivers. Some advances are uncommon or will be used in the future.

Active head restraints Automatically moves forward upon impact to catch the head
and increase neck protection.
Adaptive cruise Uses radar to monitor and regulate the distance between
control vehicles. If a crash is imminent, the system will brake, deploy
airbags, and tighten safety belts.
Adaptive headlights Illuminates the area around a corner with a 15-degree range
of motion.
Advanced airbags Isolates and protects various body parts and, in some
systems, deploy at different depths or velocity depending on
the occupant’s size and position, the severity of the crash,
and use of the clasped or unclasped safety belt.
Advanced safety belt Tenses up when a collision is imminent and are sometimes
pretensioners paired with seats that automatically adjust for increased
crash protection.
Electronic stability Monitors traction loss and steering angle and automatically
control (ESC) applies one or more of the brakes to keep the vehicle on
course. ESC helps to prevent the sideways skidding and

Unit Three: Getting Started

loss of control that can lead to rollovers, helping drivers to
maintain control during emergency maneuvers when their
vehicles otherwise might spin out.
Fatigue warning Monitors the driver’s eye blink rate and blink duration and
alerts the driver if it detects inattention or drowsiness.
Forward collision Alerts the driver when the vehicle is getting too close to a
warning systems vehicle in front. Some systems are able to brake the vehicle if
the driver doesn’t stop or steer clear.
Lane departure Signals to a driver with alarm or flashing light when the
warning systems driver’s vehicle drifts from its lane by capturing an image of
the highway and the lines on either side of the vehicle.
Park assist and back Helps drivers park and back the vehicle by using cameras
over prevention and radar to look for objects located behind a vehicle and
by alerting drivers to hazards. Some systems are capable of
automatically parallel parking the vehicle.
Side view assist Uses sensors to monitor the side of the vehicle for vehicles
approaching blind spots. A visual alert appears on the
side view mirrors if a vehicle is detected. An audible alert
activates if the driver signals a lane change when there is a
vehicle in the blind spot.

Student Workbook For Maryland Driver Education Curriculum 3.12

 What Am I?
List of Descriptions
1. I automatically turn on at the rear of the vehicle 14. I make it possible for the driver to check traffic
when the driver shifts to reverse. Tell me my to the rear without turning around and looking.
color.
1. 14.
2. I have five or more settings. I clean the 15. I hold the passengers or driver upright in the
windshield, front or back, by moving back and vehicle in the event of sudden, hard braking, a
forth, sweeping rain, snow, and washer fluid. swerve, or a crash.
2. 15.
3. I am activated by the driver when the car is 16. When the driver activates me, I keep backseat
disabled on the roadside. passengers or kids from opening the windows.
3. 16.
4. I will come on and flash if there were a problem 17. I tell how far the vehicle has traveled in its entire
with the supplemental restraint system. life or on a short trip. There are sometimes two
of me. One can be reset to 0, and the other
cannot.
4. 17.
5. I am the lever that allows the driver to shift the 18. I allow the driver to change the intensity of the
gears of the transmission. dashboard background lighting.
5. 18.
6. I inform the driver whether the electrical current 19. I lubricate the engine on the inside. I am brown
to the engine and all accessories is normal or and should be changed every 3000 to 4000
abnormal. miles. There is a light on the dash to indicate
any problems with my system.
Unit Three: Getting Started

6. 19.
7. I would sound a buzzer and flash a dashboard 20. I protect the front seat passengers’ heads from
light when the driver forgets to put me on. striking the side window or the side of the
vehicle in the event of a side crash.
7. 20.
8. I allow a parent to secure a child seat with more 21. I have five positions. The driver uses a key to
than the regular safety belt straps. turn me and start or turn off the engine.
8. 21.
9. When I am set or engaged I keep the vehicle 22. I tell the driver if the engine is overheating.
from rolling when the driver is not in the vehicle.
9. 22.
10. I allow the driver to use me to adjust his position 23. I indicate the gas level in the fuel tank when the
to reach the pedals under the dash area. vehicle is on.
10. 23.
11. I inform the driver how fast the vehicle is 24. Part of me is red and part of me is blue.
moving. I indicate cold or hot in the passenger
compartment.
11. 24.
12. I have a snowflake on my button that turns me 25. I allow the driver to maintain a desired speed
off and on. so the driver can remove their foot from the
accelerator pedal
12. 25.
13. I alert another person. You must push the hub of
the steering wheel to activate me.
13.

3.13 Student Workbook For Maryland Driver Education Curriculum

 Dashboard Warning Symbols

A red warning light indicates that an emergency

repair is immediately required.
A yellow warning light means to check
and repair the problem when possible.

Review the list below and check off if the

warning light would be red or yellow.

Dashboard Warning Symbols Red Yellow

Temperature light or gauge

Oil pressure light or gauge

Brake system light

ABS light

Unit Three: Getting Started

Air bag light

“Check Engine” light

Door ajar light

Low fuel light

Alternator/generator light or gauge

Student Workbook For Maryland Driver Education Curriculum 3.14

 Review: Unit Three
1 What is a pre-entry check?

2 What are some of the things a pre-entry check is designed to find?

3 What are some reasons why a seat belt is important for safe driving?

What are some examples of vehicle control equipment?

4 When is it appropriate to use that equipment?

5 What is vehicle communication equipment? When is it appropriate to use?

6 What is a parking brake and how does a driver use one?

Unit Three: Getting Started

What types of gauges are found on the instrument panel?

7 What kinds of information do those gauges provide?

8 How should a driver wear his/her seat belt?

9 How should a head restraint be positioned?

10 What does a red indicator light mean?

11 What does a yellow/orange indicator light mean?

12 What does a blue/green indicator light mean?

3.15 Student Workbook For Maryland Driver Education Curriculum

 NOTES
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Unit Three: Getting Started

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Student Workbook For Maryland Driver Education Curriculum 3.16

 Starting Out
Ignition settings
What are each of these ignition settings? When would they be used?

OFF
ACC
ON

Gear selection
What do each of these gears mean? When would they be used?

P
R
N
D
1
2
Unit Four: Breaking Away

When starting a car, where should your feet be?

When starting a car, where should you be looking?

4.1 Student Workbook For Maryland Driver Education Curriculum

 Texting and Driving

Have one person be the timer and another person be the texter. The “texter” should send
three messages to the timer. The timer should time and record how long it takes the texter
to type in the text and hit send. After sending the text, multiply the time by the speed to
see how far a driver would travel sending a text at each speed.
For example: if it takes the text 30 seconds to send a “long” text, a driver would travel
1200 feet at 25 mph or 40 ft/second.

Time to send text Speed Distance Traveled

25 mph (40 ft/second)

Short 35 mph (51 ft/second)

text 55 mph (81 ft/second)
65 mph (95 ft/second)

25 mph (40 ft/second)

Medium 35 mph (51 ft/second)

Text 55 mph (81 ft/second)
65 mph (95 ft/second)

Unit Four: Breaking Away

25 mph (40 ft/second)

Long 35 mph (51 ft/second)

Text 55 mph (81 ft/second)
65 mph (95 ft/second)

Just for reference

1 mile = 5280 feet 1 football field or soccer field = 300 feet

1 NBA regulation basketball court = 94 feet 1 lap of a swimming pool = 25 feet

Student Workbook For Maryland Driver Education Curriculum 4.2

 Searching

Set Your Sights Look ahead to where your vehicle will be at least 15 seconds into the
High future.

What Are You What is between you and your vehicle 15 seconds ahead of you?
Searching For? What possible risks are ahead of you?
At 30 mph, a driver should see at least a block and a half ahead of
How Far
his/her vehicle. Fifty miles per hour requires a driver to see nearly a
Ahead? quarter mile ahead.
Lengthen Your When possible, double your eye lead time to 30 seconds, looking three
Lead blocks ahead on surface streets, and a half mile ahead on highways.

Three-Second Within a one-second window a driver scans for a hazard, then has 2
seconds to detect and recognize it, as well as decide how to respond
Sequence in order to avoid or lessen the severity of a crash.
Because their search skills are underdeveloped, new drivers often
detect a hazard later than experienced drivers, increasing crash risk.
New Driver
Among crashes attributed to a critical teen driver error, 21 percent
Dangers were due to lack of scanning that is needed to detect and respond to
hazards.

Anything that moves on the sidewalk or the street. Vehicles,

Unit Four: Breaking Away

pedestrians and animals or the shadows they cast from locations

Potential
that are hidden from your view could all become relevant. Items that
Hazards could conceivably cause a reaction from the driver are significant and
relevant.
Search to the sides to make sure other roadway users will not cross
Search to the
your travel path. You must make a conscious effort to maintain wide-
Sides ranging eye movements.
Developing skills to check traffic behind you will help avoid collisions
when conditions change suddenly. Check your rear view and side
Look Behind mirrors to see if anyone is following too closely, approaching fast or
preparing to pass. Use your mirrors to check behind you when you
slow down.
Look over your left or right shoulder to check the mirror blind spot,
Blind Spots which is the area around the vehicle that you cannot see from the
driver’s position or any of your mirrors.

4.3 Student Workbook For Maryland Driver Education Curriculum

 Evaluating

Once you have identified the hazard(s), the next step is to quickly determine
if they could affect you. Ask yourself, “what if?” Think about how hazards can
interact to create risks for you.

Anticipate potential problems and

have a plan to reduce or eliminate the risk.

Think about the dangers around your vehicle and

what adjustments you must make to your speed
or lane position to maintain your safety.

You must leave yourself time to

react if a dangerous situation occurs.

Your most important decisions will involve how to

manage available time and space to minimize risk.

Unit Four: Breaking Away

Selecting the Best Path of Travel
One of your tasks as a driver is to identify your intended travel path,
defined as the space into which you can safely drive your vehicle with
the lowest possible risk. Selecting a travel path is a continual
process of deciding which options are best.

When evaluating your potential travel path ask yourself:

Which path offers maximum visibility?
Which path provides clear space ahead?
Which path provides the clearest space to the side?
Which path provides the smoothest flow of traffic?
Which path provides the best roadway surface?
What traffic laws apply?

Student Workbook For Maryland Driver Education Curriculum 4.4

 Executing

Executing requires that you adjust speed, determine lane position, and decide if
communication is needed. These decisions should be based upon your evaluation.
Remember that you will be making these adjustments continuously.
Try to keep as much space between you and the surrounding vehicles as possible. You
should attempt to determine what other drivers are going to do and to leave space to escape
if a dangerous situation arises.

Traffic Flow Time of day Traffic controls Weather conditions

Visibility Lane width Roadway conditions Speed limits

Speed Adjustments
By controlling your speed, you can control the space between your car and other cars or
obstacles. If a car or obstacle moves dangerously close, you have the following options:

Continue at the same speed.

Increase your speed.
Reduce your speed.
Take your foot off the accelerator and cover the brake.
Take your foot off the accelerator and apply pressure to the brake pedal.

Lane Position Adjustments

Unit Four: Breaking Away

Changing your position within the lane is a great way to avoid driving conflicts. Most of
these lane position changes will be minor. For example, you might move from the center of
the lane to the left side of the lane to avoid a small pothole on the right side of the road.

Communication
By appropriately using communication, you make it easier for other drivers to see you. You
also make it easier for you to see other drivers. Ensuring that you can see other drivers
and that they can see you will dramatically reduce the chance of an accident. The following
communication devices are part of your “execution arsenal”:

Let’s other drivers know that you are turning, changing lanes,
Turn signals pulling out of a parking space or pulling out from the curb. Signal
at least four seconds before you plan to take action.
Hazard Lights Warns other drivers that you are experiencing car trouble.
Tapped lightly when trying to gain the attention of another driver or
Horn pedestrian. It should not be used to vent frustration at other drivers’
actions.
Daytime headlight use helps other drivers see you. You can flash
your lights to oncoming traffic to warn them of dangers up ahead
Headlights such as accidents or obstructions in the roadway. They should not
be used to warn other drivers of the location of police cars.

4.5 Student Workbook For Maryland Driver Education Curriculum

 Search, Evaluate, Execute
Search
1 What should a driver search for entering the vehicle?

2 What should a driver search for before driving away from the curb?

3 What should a driver search for when driving down a road?

4 How does what a driver searches for change depend on the environment where driving?

Evaluate
5 What does it mean to “evaluate” a situation?

Unit Four: Breaking Away

6 How could a driver use the information from a search to evaluate conditions?

7 Give some examples of things that a driver may need to evaluate.

Execute
5 What does it mean to “execute”?

6 How does executing a maneuver relate to the process of searching and evaluating?

7 Give some examples of things that a driver may need to do when executing.

Student Workbook For Maryland Driver Education Curriculum 4.6

 How to Start and Stop Smoothly

1 What’s the best way to apply pressure to the gas pedal to get it to accelerate?

2 What happens if you press your gas pedal hard when you first start out?

What is the best way to apply pressure to the brake pedal to get the vehicle
3 to decelerate?

Unit Four: Breaking Away

Unit Four: Breaking Away

What happens if you press your brake pedal hard when you’re slowing or
4 stopping your vehicle?

4.7 Student Workbook For Maryland Driver Education Curriculum

 Unit Four Review

1 What are the basic steps to turn a vehicle on?

2 What is idling and do you need to idle your car before driving?

3 What is risk?

4 What are the steps in the SEE system and why are they important?

Unit Four: Breaking Away

5 What are the types of steering methods?

6 What is the best (and safest) hand placement and why?

7 Do you need to push the accelerator to make the car move?

8 Is it safe to drive with two feet? Why or why not?

Student Workbook For Maryland Driver Education Curriculum 4.8

 NOTES
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Unit Four: Breaking Away

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4.9 Student Workbook For Maryland Driver Education Curriculum

 From One Second to the Next – The X Man
Discuss each of the following questions based on the video and what a
new driver might say to excuse his/her actions or make a victim feel better
in this type of circumstance.

1 What happened in this video?

2 How do you believe the injuries to X could have been avoided?

3 Who else was affected in this crash?

Unit Five: Driving in Neighborhoods

4 What are some of the risks of driving in neighborhoods that this video highlights?

X’s sister says that she was walking across the street holding her brother’s hand
5 and then he was gone. How would you as a driver explain your texting to X’s
sister? How would you as an older brother or sister feel in the same situation?

X’s mom talks about her memories of her son before the accident. As a texting
driver, how would you explain your actions to X’s mom? What explanations
6 would your mom or dad find acceptable if you had been the victim of a similar
crash?

Student Workbook For Maryland Driver Education Curriculum 5.1

 Risks in Neighborhoods

Children
Risk Posed Safe and Legal Response

Joggers
Risk Posed Safe and Legal Response

Pet Walkers
Risk Posed Safe and Legal Response
Unit Five: Driving in Neighborhoods

Cyclists
Risk Posed Safe and Legal Response

School buses
Risk Posed Safe and Legal Response

School Zones
Risk Posed Safe and Legal Response

5.2 Student Workbook For Maryland Driver Education Curriculum

 School Buses: Safe and Legal Driving

Warning to Buses can be equipped with flashing lights, a stop sign, and a
Drivers crossing arm.

Yellow Lights Before a bus prepares to stop, its yellow lights will begin to flash.

When the bus actually stops, red lights will flash, stop sign will
Red Lights come out and extended arms will come out.
A driver must stop at least 20 feet behind a school bus and
at least 20 feet in front if there is no physical barrier between
Where to Stop a driver and the school bus such as a grass median, raised
concrete barrier, or wall between the driver and a stopped school
bus with its red lights on.

Drivers may not resume travel until vehicle resumes motion or

When to Go the flashing red lights are deactivated

Stopping for a school bus with its red lights flashing is required
It’s the Law by law. Failing to stop is currently punishable by a 3 point

Unit Five: Driving in Neighborhoods

citation and a $250 fine.

While not uniform across the state, jurisdictions are

Cameras implementing cameras on school buses, similar to red light and
speed cameras.

Student Workbook For Maryland Driver Education Curriculum 5.3

 Pedestrian Safety in Maryland
Motor vehicle crashes are a huge threat to public health. Over the past decade, the
number of crashes reported on the nation’s roadways has declined annually. However,
motor vehicle crashes continue to be a leading cause of death in the United States.

Pedestrian Crashes While other types of crash rates are dropping crashes with
Are Increasing pedestrians are either holding steady or increasing

Annually, Maryland drivers were involved in nearly 3,000

pedestrian crashes, more than 86 percent of which resulted
in an injury or fatality. Pedestrian crashes account for 3% of
High Fatalities
the State’s crashes, but close to 25% of statewide fatalities.
One out of every four people killed in Maryland in a traffic-
related fatality crash is a pedestrian.

Metropolitan areas have the highest concentration of

Dangerous Areas
pedestrian-involved crashes.

Dangerous Seasons Pedestrian-involved crashes are highest during the spring

and fall seasons. Fatal pedestrian crashes increased the
Unit Five: Driving in Neighborhoods

most between September and December.

Fridays, Saturdays, and evening hours are dangerous times

for pedestrians. Fatal crashes also occurred most often
on Fridays. Nearly half of all pedestrian crashes occurred
Dangerous Times
between 3 p.m. and 10 p.m.; however, pedestrian crashes
resulting in fatalities occurred most often during the mid- to
late evening hours (6 p.m. – 11 p.m.).

Teen and young adult drivers and pedestrians accounted

for a large share of those involved in pedestrian crashes.
Approximately 3 out of 10 pedestrian crashes in Maryland
involved drivers ages 34 and younger. Pedestrians between
Dangerous Ages the ages of 10 and 29 accounted for nearly 40 percent of
those struck by vehicles; however, older pedestrians (ages
45–59) comprised over 30 percent of those involved in fatal
crashes.

Males are most often the victims and drivers in pedestrian-

involved crashes. Males accounted for the greatest number
Dangerous Groups of pedestrians involved in crashes. Nearly 70 percent of all
pedestrian fatalities were male. Approximately half of all
drivers involved in a pedestrian crash were male.

5.4 Student Workbook For Maryland Driver Education Curriculum

 Maryland’s Pedestrian Safety Laws For Drivers

Law Description Penalty

TR§21-502(a)2 Driver of a vehicle shall come to a complete $80 or up to $500.00.
Failure to stop for stop when a pedestrian crossing the roadway One Point.
pedestrian in crosswalk in a crosswalk is: (i) on the half of the
roadway on which the vehicle is traveling or
(ii) approaching from an adjacent lane on the
other half of the roadway.
TR§21-502(c) It is unlawful for a driver to pass a vehicle $80 or up to $500.00.
Passing a vehicle that is stopped for a pedestrian either in a One Point.
stopped for a pedestrian marked or unmarked crosswalk.
TR§21-202(c, e) Vehicles facing a circular green signal, $90 or up to $500.00.
Failure to yield right- including any vehicle turning left or right, One Point.
of-way when turning on shall yield right-of-way to any pedestrian
green signal or green lawfully within an adjacent crosswalk.
arrow
TR§21-202(h) Vehicles facing a steady circular red signal or $140 or up to
Failure to stop at clearly red arrow signal shall stop at the near side of $500.00.
marked stop line the intersection at a clearly marked stop line, Two Points.
or before entering the crosswalk.

Unit Five: Driving in Neighborhoods

TR§21-202(k) Vehicles facing a red signal shall, after $90 or up to $500.00.
Failure to yield to stopping, yield the right-of-way to any One Point.
pedestrian before turn pedestrian lawfully within an adjacent
on red crosswalk
TR§21-504(a, b, c) The driver of a vehicle shall exercise due $70 or up to $500.00.
Failure to exercise due care to avoid colliding with any pedestrian, One Point.
care to avoid hitting a shall warn any pedestrian by sounding a
pedestrian horn, and shall exercise proper precaution
on observing any confused or incapacitated
pedestrians.
TR§21-801(h) The driver of a vehicle shall drive at an $90 or up to
Special dangers as to appropriate, reduced speed when any special $500.00.
pedestrians danger exists as to pedestrians. One Point.

Safety Tips for Drivers

Always come to a complete stop at stop signs and stop lights.
Always yield to pedestrians and stop for pedestrians in a crosswalk, even if it is not
marked.
Pay attention. Slow down. Be especially attentive around school zones and in
neighborhoods where children are active.
Avoid distractions while driving. Keep your eyes on the road and focus on getting
where you need to go safely.
Keep your windshield and headlights clean for maximum visibility.

Student Workbook For Maryland Driver Education Curriculum 5.5

 Maryland’s Pedestrian Safety Laws For Pedestrians

Law Description Penalty

TR§21-202(l) Pedestrian facing a steady red traffic signal alone $80 or up to $500.00
Failure to obey may not enter the roadway.
red traffic signal
TR§21-203(c) Pedestrian may not start to cross the roadway in the $40 or up to $500.00.
Failure to obey direction of a solid “don’t walk” or “upraised hand”
pedestrian signal.
control signal
TR§21-503(a) If a pedestrian crosses a roadway at any point other $40 or up to $500.00.
Failure to yield than in a marked crosswalk or in an unmarked
right-of-way to crosswalk at an intersection, the pedestrian shall
vehicle yield the right-of-way to any vehicle.
TR§21-503(c) Between adjacent intersections at which a traffic $40 or up to $500.00.
Failure to cross control signal is in operation, a pedestrian may cross
at signalized only in a marked crosswalk.
intersection
TR§21-503(d) Pedestrian may not cross an intersection diagonally $40 or up to $500.00.
Crossing unless authorized by a traffic control device.
Unit Five: Driving in Neighborhoods

intersection
diagonally
TR§21-506(a, b) Where a sidewalk is provided, a pedestrian may not $40 or up to $500.00.
Pedestrian walk along and on an adjacent roadway. Where no
unlawfully on sidewalk is provided, a pedestrian may walk only on
roadway the left shoulder or on the left side of the roadway,
facing traffic.

Safety Tips for Pedestrians

Walk smart. Be predictable when walking. Use sidewalks where provided and cross only at
crosswalks. Stay off highways and restricted zones.
Pay attention and always look left, right, and left again before crossing the street.
Avoid distractions and the use of electronic devices while walking. Focus on getting to your
destination safely.
Crosswalks and traffic lights don’t stop cars! The WALK signal does not mean it is safe to
cross. It only means it is your turn to cross. Check that traffic has come to a stop before
crossing.
Always look both ways before stepping between stopped vehicles as they may block your view
of moving traffic.
Wear brightly colored clothing to be easily seen day or night. At night, also wear reflective
materials.
Walk only on the sidewalk. If there isn’t a sidewalk nearby, walk on the side of the road facing
traffic.
Stand a safe distance away from the roadway and traffic while waiting for a bus.
Remember to look left, right and left again before crossing the street.

5.6 Student Workbook For Maryland Driver Education Curriculum

 “Close Call” Video

1 What could Chris have done differently at the start of the video?

2 What are some clues to look for that pedestrians may be present?

3 Who has the right-of-way when a pedestrian is crossing in a crosswalk?

Unit Five: Driving in Neighborhoods

Can you have a crosswalk with no painted lines on the road? What would it look
4 like?

5 How long can a driver divert their attention from their intended travel path?

Student Workbook For Maryland Driver Education Curriculum 5.7

 Cyclist Video

1 Who has the primary responsibility to watch out for whom on the road?

2 How would a driver know if a cyclist is planning to:

Turn right?

Turn left?

Slow down?

3 Where should cyclists be when on a road?

4 Under what circumstances would a driver see a cyclist in a different place?

Unit Five: Driving in Neighborhoods

5 When should a driver plan to give a cyclist more room in a lane?

What is the best way for a driver to make a right turn when driving next to a bike
6 lane or when there are cyclists around?

What are some of the risks a driver might encounter when making a left turn
7 across a bike lane?

What are some additional hazards a driver might encounter when driving around
8 cyclists?

9 How could aggressive driving be a problem for drivers and cyclists?

5.8 Student Workbook For Maryland Driver Education Curriculum

 Turning Your Vehicle

Search Evaluate Execute

What’s in front of you? Have you come to a complete Begin to signal your intention
stop? to turn at least 100 feet ahead.
What’s beside you? Have you searched in all Start the process of searching
directions? and evaluating.
What’s behind you? Are there other unexpected Check your mirrors on both
factors that you need to sides and in the back
evaluate?
Do you see any risk groups What is the speed and traffic Watch for other road users in
like children, animals or pattern of roads around you? the crosswalk or preparing to
distracted pedestrians? enter the crosswalk
Search the crosswalks What’s your time of day? As you approach your turn,
brake and slow down.
Make sure no one is about What are the road conditions? Pick a line at the center of the
to step into the road without intended path of travel and
paying attention. focus on that line.
Pay particular attention to What kind of road are you As you approach the corner,
any bicycles or motorcycles. driving on? begin to turn the wheel slightly

Unit Five: Driving in Neighborhoods

to the right using hand over
hand steering to follow the
travel path.
Look for other vehicles Are there other road users Shadow the brake.
coming in multiple with you?
directions.
Check your mirrors and your How fast or slow is everyone Once you have completed
blind spot else moving? the turn, begin to accelerate
slowly to return to the safe,
legal speed.

Common Driver Errors While Turning

Approaching the turn hesitantly or indecisively.
Forgetting to use S.E.E.
Forgetting to signal at least 100 feet in advance.
Forgetting to stop at an intersection when required before turning.
Forgetting to take the turn slowly, shadowing the brake.
Straying over lane lines into other lanes when turning on a multiple lane road.
Failing to turn into the nearest lane.
Trying to back-up if you missed the turn.

Student Workbook For Maryland Driver Education Curriculum 5.9

 Roundabouts – The Safer Way to Travel

Safer
Roundabouts have fewer conflict points in comparison to
Conflict points
conventional intersections.
Lower speeds They allow drivers more time to react and reduce crash severity.
Since the central “round” area is flat, all vehicles have better
Visibility
visibility.
Pedestrians Pedestrians do not have to look in multiple directions to cross.
The potential for high-severity conflicts is greatly reduced with roundabout use.

Multi-Lane Roundabouts
Unless posted otherwise, use only the right-hand lane if there are
Turning right
Unit Five: Driving in Neighborhoods

multiple approach lanes. Use your right-turn signal.

Going straight Unless posted otherwise, you may use any lane to go through.
ahead Do not use any turn signals on approach.
Turning left
Unless posted otherwise, use the left-hand lane if there are multiple
or making a
approach lanes. Use your left-turn signal.
U-turn

Roundabout Precautions
Yield Traffic entering a roundabout always yields to traffic in it.
Do not overtake large vehicles like trucks or buses. Large vehicles
Large Vehicles
may have to swing wide on the approach or within the roundabout.
Do not enter a roundabout when an emergency vehicle is
Emergency
approaching on another leg. This will allow traffic within the
Vehicles
roundabout to clear in front of the emergency vehicle.

5.10 Student Workbook For Maryland Driver Education Curriculum

 Potholes

Avoiding Potholes
The tire is the most important cushion between a car and a
pothole. Make sure tires have enough tread and are properly
Inspect tires inflated by checking the sticker in the door frame or owner's
manual.
Make a point of checking the road ahead for potholes. An alert
Look ahead driver may have time to avoid potholes, so it's important to stay
focused on the road.
Keep it Clean Have a clean windshield! Your field of vision is critical.
Observe traffic If other cars are swerving and stopping, it’s because of a problem
ahead of you in the road.

Beware of What might look like a little surface water might have a nasty,
puddles deep and sharp-edged pothole lurking below.

Unit Five: Driving in Neighborhoods

Reduce your speed on roads prone to potholes. Slower hits
Slow Down generally involve less damage, a simple matter of physics.

Stay focused and pay attention to the amount of traffic in front,

Focus behind and alongside you. You might be able to avoid potholes
but do not want to cause an accident while doing so.

Damage From Potholes

If your wheels ram into a pothole, your tire’s sidewall can bulge. It
Tires needs to be fixed very soon.

Unless your car is equipped with older steel rims, they’re likely
Rims aluminum-based. That means they’re susceptible to dents.

Hitting a pothole can dent or puncture the undercarriage of

Undercarriage your vehicle. In other words, fluid leaks and wear leading to rust
formation are just the beginning.

Your control is compromised and you feel your car bottoming

out or bouncing erratically. You may feel swaying, especially on
Suspension turns. This indicates your suspension has taken a hit, and can
negatively affect many parts including shocks, struts, ball joints,
steering rack, bearings, seals and tie rods.

Student Workbook For Maryland Driver Education Curriculum 5.11

 Parking On Hills

Parking on a Hill - Uphill

Uphill with Curb
Turn Wheels from Curb
When headed uphill at a curb, turn the front
wheels away from the curb and let your
vehicle roll backwards slowly until the rear
part of the front wheel rests against the curb
using it as a block.

Parking on a Hill - Downhill

Downhill with Curb
Turn Wheels to Curb
Unit Five: Driving in Neighborhoods

When you stop your car headed downhill, turn

your front wheels toward the curb. Let your
tires roll forward slightly and rest against the
curb, using it as a block.

Parking on a Hill Without a Curb

Uphill or Downhill
without Curb
Turn Wheels to Right
When parking on a street with no curb, uphill
or downhill, your front wheels should be
turned to the right, away from the street.
If the brakes fail the car won’t roll into the
street.

5.12 Student Workbook For Maryland Driver Education Curriculum

 Unit 5 Review

1 What are some of the significant risk groups a driver encounters in neighborhoods?

2 When does a driver have to stop for a school bus?

3 How far does a driver need to be from a cyclist?

4 In a school zone, when might a driver need to stop?

5 What are some of the risks of a making a right turn?

Unit Five: Driving in Neighborhoods

6 What are some of the risks of making a left turn?

7 What are the appropriate steps to make a left turn or a right turn?

8 When a driver gets to a stop sign with no stop line, where does he/she need to stop?

9 What should a driver do when he/she gets to a speed bump?

10 How might a driver know if he/she is at risk of hitting a pothole?

11 Describe the rules for entering and exiting a roundabout.

12 What do you think is the most risky aspect of driving in a neighborhood?

Student Workbook For Maryland Driver Education Curriculum 5.13

 NOTES
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Unit Five: Driving in Neighborhoods

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5.14 Student Workbook For Maryland Driver Education Curriculum

From One Second to the Next – A Letter From Martin

Discuss each of the following questions based on the video and what a
new driver might say to excuse his/her actions or make a victim feel better
in this type or circumstance.

1 What happened in this video?

2 How do you believe the injuries to Martin’s family could have been avoided?

3 Who else was affected in this crash?

Unit Six: Urban, Suburban, and Rural Roads

What are some of the risks of driving on urban divided highways that this video
4 highlights?

Martin is able to write a letter and forgive the person who killed his family. Would you be
5 able to write the same letter?

Both Martin and the driver talk about the long range impact of the crash. What are some
6 of the impacts not only on Martin’s family but also on the young man who killed the family
and the police officer who found the crash?

Student Workbook For Maryland Driver Education Curriculum 6.1

 S.E.E. Buses & Light Rail

Search
Look for passengers boarding and exiting that might cross into your path.
Watch for buses and light rail trains that have stopped. They may block your view of
pedestrians about to cross the street, or they may be about to pull into traffic.
Look for passengers boarding and exiting that might cross into your path.
Search for traffic signals used to control traffic for light rail vehicles. The lights on
these signals are marked with a “T” and the tracks are marked with railroad crossing
signs and flashing red signals.

Evaluate
Use great caution. These vehicles have
Do you need to pass?
massive blind spots.
Unit Six: Urban, Suburban, and Rural Roads

Do you need to turn in front of an Use patience. Let the train completely
oncoming light rail train? pass you before making your turn.
Do not proceed across the tracks until
Do you need to cross the light rail tracks? you can see clearly in both directions or a
signal indicates you may proceed.
Use a greater following distance. These
How’s your following distance? vehicles can’t start or stop as quickly as
you.

Execute
If you have to cross tracks, do it quickly. Never linger on a light rail track. Never stop
or park your car on the tracks or at bus stops.

Stay well away from the backs of buses in slow-moving traffic. You may be inhaling
their exhaust.

If you get in trouble, you may not be able to rely on your usual communication
devices. Bus drivers and light rail operators may not be able to hear your horn or see
your hazard flashers.

When executing a vehicle maneuver, remember that it takes buses and light rail trains
longer to stop. Don’t rely on these vehicles to avoid you.

6.2 Student Workbook For Maryland Driver Education Curriculum

 The Risks of Urban Driving

Create a list of elements that might make urban driving risky and
explain why these elements make driving risky.

Risk? Why?
1 1

2 2

3 3

4 4

5 5

Unit Six: Urban, Suburban, and Rural Roads

6 6

7 7

8 8

9 9

10 10

11 11

12 12

13 13

14 14

15 15

This worksheet may be completed in groups and does not have specific
right or wrong answers. This is also an opportunity to discuss how a
student might address the risk that he/she perceives.

Student Workbook For Maryland Driver Education Curriculum 6.3

 Urban Roads

A wide variety of vehicles

Look carefully at the phrases below. Circle what would be most true for the
vehicles listed at the bottom. There may be more than a single correct answer
for each phrase. Mark all that apply.
A B C D Are allowed an entire lane to themselves.
Do not tailgate – if possible, allow more than the
A B C D usual 3-4 seconds of following distance.
Drivers may be paying more attention to delivering
A B C D packages than they are to traffic.
A B C D Large turning axis
A B C D Limited visibility
Unit Six: Urban, Suburban, and Rural Roads

A B C D May or may not have a separate lane.

A B C D May be making unannounced and unpredictable stops.
May veer into traffic to avoid potholes, grates, or other
A B C D impediments.
A B C D Need to maintain 3 feet between them and your vehicle
People getting off and on without necessarily paying
A B C D attention.
A B C D People possibly hurrying to make a connection
When you pass, if you’re too close, your vehicle’s draft
A B C D may affect their steering

A Bicycles C Commercial Trucks

B Bus D Motorcycles

6.4 Student Workbook For Maryland Driver Education Curriculum

 Urban Roads

Why Honking My Horn Doesn’t Help

Take a look at the list below. Have you ever seen any of this behavior?
If you haven’t, try to speculate.
Are these successful strategies to get drivers to move forward or adjust their
behavior? Would they help the drivers do them to get ahead or get to their
destination any faster? What usually happens to these drivers?

Drivers that blow their horns?

Drivers that push their way through traffic or speed to get ahead of the flow of
traffic?

Unit Six: Urban, Suburban, and Rural Roads

Drivers that frequently swear or gesture at other drivers?

Drivers that frequently criticize other drivers?

Drivers that engage in constant rushing and lane jumping?

Drivers that ignore road signs and regulations?

Drivers that drive with distraction, low alertness, or inattention?

Drivers that prevent others from passing?

Drivers that tailgate to pressure a driver to go faster or get out of their way?

Student Workbook For Maryland Driver Education Curriculum 6.5

 Driving on Urban Roads

How should a driver safely adjust to the

following situations in an urban environment?

Parked cars
Search
Evaluate
Execute
People crossing randomly and distracted
Search
Evaluate
Unit Six: Urban, Suburban, and Rural Roads

Execute
An emergency vehicle on a narrow street
Search
Evaluate
Execute
Heavy traffic
Search
Evaluate
Execute
Narrow, littered alleys
Search
Evaluate
Execute

6.6 Student Workbook For Maryland Driver Education Curriculum

 The Area Around the Vehicle

Because of the structural design of the vehicle, the driver is not able to see the
spaces immediately around the vehicle. This unnoticeable space consists of the
area between the vehicle and the nearest point where the driver can see the
ground when seated properly in the driver’s seat.

Blind Spots Around Your Vehicle

Front Blind Spot 12 to 15 feet or about one vehicle length
Right Blind Spot 1 ½ to 2 car widths
Left Blind Spot ½ to 1 car width
Rear Blind Spot About 40 feet or 2 vehicle lengths

To compensate for this space, it is important to learn:

Unit Six: Urban, Suburban, and Rural Roads

• where the vehicle’s unseen boundaries are
• how large they can be
• techniques to help prevent collisions

Proper adjustment of the vehicle’s features (mirrors, seat, and head restraint)
should help to maximize the driver’s view from inside the vehicle in all
directions.

Student Workbook For Maryland Driver Education Curriculum 6.7

 Train Crossings: Staying On the Right Track

When you approach a railroad crossing

Pay attention to signs,
Slow down!
warning lights and gates.
Stop at the stop line, If there are no flashing lights or gates
prior to the tracks. at the crossing, use extra caution.

When you cross a railroad crossing

Never attempt to beat a train. A train
Unit Six: Urban, Suburban, and Rural Roads

Look both ways and cross the

can travel much faster than your
tracks quickly, without stopping.
vehicle
Wait to cross until the train has passed
Always wait for the vehicle ahead of
and well down the track or until
you to clear the tracks before you
railroad devices indicate it is safe
start across.
to cross.

If you are stalled on the tracks

Check in both directions Get everyone out of the vehicle and
for approaching trains. a safe distance from the tracks.
Call 911. Give the operator the six digit
Returning to your stalled
number and letter that identify the
vehicle is dangerous. Trains
crossing. An oncoming train may
could approach at any time.
be stopped by the dispatcher.

6.8 Student Workbook For Maryland Driver Education Curriculum

 Sharing Rural Roads

What are some of the important points the video describes to help drivers pass
1 on rural roads?

2 Why is communication such an important part of driving on rural roads?

Unit Six: Urban, Suburban, and Rural Roads

What is the difference between this type of passing and passing in front of
3 another vehicle?

Why is speed management such an important component of driving on rural

4 roads?

Student Workbook For Maryland Driver Education Curriculum 6.9

 Unit 6 Review

What are some of the significant risks of driving in an urban environment and how can a
1 driver address them?

What are some of the significant risks of driving on suburban roads and how can a driver
2 address them?

3 What are some of the risks of driving on rural roads and how can a driver address them?
Unit Six: Urban, Suburban, and Rural Roads

4 How should a driver respond to an emergency vehicle?

5 Why are intersections dangerous?

6 What steps must a driver take to make a right turn on red?

7 What is a shared left turn lane?

8 What are the rules for approaching a rail crossing?

9 How can a driver avoid a crash with deer?

6.10 Student Workbook For Maryland Driver Education Curriculum

 NOTES
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Unit Six: Urban, Suburban, and Rural Roads

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Student Workbook For Maryland Driver Education Curriculum 6.11

 From One Second to the Next – Reaching for the Stars

Discuss each of the following questions based on the video and what a
new driver might say to excuse his/her actions or make a victim feel better
in this type of circumstance.

1 What happened in this video?

2 How do you believe the injuries to the two engineers could have been avoided?

3 Who else was affected in this crash?

Unit Seven: Driving on Expressways

4 What are some of the risks of driving on expressways that this video highlights?

Megan O’Dell, the daughter of one of the men killed, forgave the young man in the
5 accident. Would you have been able to do that?

The texting driver, Reggie Shaw, said, “To be a good member of society you have to give
6 back more than you take.” If you caused a fatal crash because of texting how would you
make amends to the families of your victims? Could you ever make it right?

7.1 Student Workbook For Maryland Driver Education Curriculum

 Driving on Interstates

How should a driver safely adjust to the following

situations on a high-speed interstate highway?

Motorcycles
Search
Evaluate
Execute
First Responders
Search
Evaluate
Execute
Construction zones

Unit Seven: Driving on Expressways

Search
Evaluate
Execute
Large commercial trucks and buses
Search
Evaluate
Execute
Tunnels, bridges and toll plazas
Search
Evaluate
Execute
Aggressive drivers
Search
Evaluate
Execute

Student Workbook For Maryland Driver Education Curriculum 7.2

 Driving with Motorcycles

A motorcyclist is SIX TIMES MORE LIKELY TO BE HURT

than a car driver in a crash.
Yield right—of--way to an oncoming motorcycle when turning left.
Violating a motorcyclist’s right of way can result in a citation with
Yield!
significant penalties if you cause a serious injury. Drivers are at fault in
just over half of car crashes with motorcycles.
Look twice before changing lanes or merging into traffic. Use your
mirrors and look over your shoulder to be sure it is safe before merging
Search!
or changing lanes. Motorcycles can be hidden in a vehicle’s blind spot or
missed in a quick look due to their smaller size.

Do not share a lane with a motorcycle. Motorcyclists often adjust their

position in the traffic lane to avoid road hazards like potholes or oil
Space!
spills, because of wind, or to be seen by other road users. Motorcyclists
are entitled to use the entire lane.
Allow plenty of space between your vehicle and the motorcycle when
Unit Seven: Driving on Expressways

passing. After passing a rider, make sure you can see the motorcycle’s
Passing! headlight in your rearview mirror before moving back into the lane. If you
are being passed by a motorcycle, simply maintain your speed and allow
the motorcyclist to complete his/her passing.
Allow at least 3 to 4 seconds of following distance between your vehicle
and the motorcycle in front of you. Motorcycles may need to slow for
Don’t road hazards like gravel, wet road or railroad crossings that don’t affect
Tailgate! cars the same way. Motorcyclists often reduce speed by downshifting
or merely rolling off the throttle, which does not activate the brake light.
So, be alert and leave plenty of space around motorcycles.
Use care when driving near a group of motorcyclists. Motorcyclists
participate in organized rides which can involve many motorcycles.
Driving around these groups requires communication and patience. If
you need to change lanes or reach an exit, signal your intention early
Groups!
and wait for the riders in the group to create a gap for you. Do not merge
in between groups or riders unless there is sufficient space to do so. If
it is a small group, it may be easier to slow and let the group pass before
making your lane change.
Males are most often the victims and drivers in pedestrian-involved
crashes. Males accounted for the greatest number of pedestrians
Dangerous
involved in crashes. Nearly 70 percent of all pedestrian fatalities were
Groups
male. Approximately half of all drivers involved in a pedestrian crash
were male.

7.3 Student Workbook For Maryland Driver Education Curriculum

 Cars and Trucks: Risks
Distracted Aggressive
Speeders Tailgaters
Driving Drivers

1. What are some of the risks that road users have with each type of driver?
Speeders

Distracted Drivers

Aggressive Drivers

Tailgaters

2. What are some of the consequences of displaying each type of behavior on an interstate

Unit Seven: Driving on Expressways

Speeders

Distracted Drivers

Aggressive Drivers

Tailgaters

3. As a new driver, what makes these drivers particularly frightening?

Speeders

Distracted Drivers

Aggressive Drivers

Tailgaters

Student Workbook For Maryland Driver Education Curriculum 7.4

 Merging On & Off the Interstate
Circle T (True) of F (False) for each of the statements below.

One of the dangers on a highway merge is stopped traffic ahead

1 T F of you.

Prepare to use the shoulder of the interstate if no gap in traffic

2 T F is available.

The best way to merge onto an interstate is to jump over two

3 T F lanes at once to get out of the lane used by merging traffic.

If you miss your exit, pull over to the shoulder and back onto
4 T F your exit.

The only place that you need to look to remain when safe while
5 T F merging is your rear view and side view mirrors.

When exiting, a good way to stay safe is to prepare to adjust your

6 T F
Unit Seven: Driving on Expressways

speed for a potential blocked ramp.

When merging onto the interstate using a weave lane, existing

7 T F traffic has to yield to newly entering traffic.

When approaching your exit, reduce your speed to near the

8 T F ramp’s speed while still in the drive lane.

Move into the lane closest to your anticipated exit at least a half
9 T F mile before reaching it.

You don’t need to signal when merging onto an interstate since

10 T F it’s obvious that you’ll need to move over.

7.5 Student Workbook For Maryland Driver Education Curriculum

 Unit 7 Review

1 How is an expressway different from other roads?

What are some of the risks associated with driving around motorcycles and how can a
2 driver address them?

3 What are some of the risks of driving around CMV’s and how can a driver address them?

Unit Seven: Driving on Expressways

4 What are some of the risks of work zones and how can a driver address them?

5 What are some of the risks of toll plazas and how can a driver address them?

6 What are some of the risks of bridges and how does a driver address them?

7 What is a weave lane?

Student Workbook For Maryland Driver Education Curriculum 7.6

 NOTES
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Unit Seven: Driving on Expressways

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7.7 Student Workbook For Maryland Driver Education Curriculum

 Checking Tires

1 How do you check for the correct amount of tire tread?

2 How do you check for the correct amount of tire pressure?

3 How does tire tread and tire pressure relate to safe driving?

Unit Eight: Crashes and Malfunctions

4 What is the relationship between safe tires and maintaining good traction on the road?

5 Why is maintaining traction important?

Student Workbook For Maryland Driver Education Curriculum 8.1

 Winter Weather Driving

1 What are some of the objects suggested to put in your vehicle before winter?

2 Why are those things important?

3 What is oversteering?
Unit Eight: Crashes and Malfunctions

4 What is understeering?

5 How do you correct?

6 What are some the tips given about driving in winter?

8.2 Student Workbook For Maryland Driver Education Curriculum

 Moving Violations

With a Learner’s Permit, 25 and older

With a Learner’s Permit, 15-24 years old
o You will have to enroll in the Driver
o You will have to enroll in the Driver
Improvement Program
Improvement Program
o Your 45-day waiting period to take
o Your 9-month waiting period to take
your skills test will be extended to
your skills test will re-start
9-months from your violation
o Repeated violations can lead to
o Repeated violations can lead to
suspension or revocation of your
suspension or revocation of your
permit
permit

With a Provisional License With a Full License

o Your 18-month waiting period will o With 5 or more points you will have

Unit Eight: Crashes and Malfunctions

re-start to enroll in the Driver Improvement
Program
o You will have to enroll in the Driver
Improvement Program o With 8 or more points your license
will be suspended
o Repeated violations can lead to
suspension or revocation of your o With 12 or more points your license
license will be revoked

Student Workbook For Maryland Driver Education Curriculum 8.3

 Traffic Stops

According to the video, what is one of the greatest dangers many law enforcement
1 officers face?

What were some of the things the driver was doing incorrectly/illegally that led to her
2 being stopped?

3 Why did the officer approach the car the way that he did?
Unit Eight: Crashes and Malfunctions

4 What did the driver do as soon as she was pulled over?

What did the officer ask the driver for when she was stopped? How did she get those
5 materials?

What were the different types of citations that the driver received? What did each cita-
6 tion mean?

7 What did the officer request the driver do at the end of the traffic stop?

8.4 Student Workbook For Maryland Driver Education Curriculum

 Vehicle Safety Equipment Repair Order Certification

It looks like a traffic ticket; however, it is not. It is issued by police officers to owners
or drivers of Maryland-registered vehicles which have safety equipment violations, and
requires the violations to be corrected within ten (10) days, or the registration (tags) will
be suspended. Once the vehicle’s problems have been corrected, the vehicle has to be
inspected, and the bottom of the form must be signed by the vehicle equipment inspector.
Then one copy is mailed to the Maryland State Police Automotive Equipment Division
(ASED). The ASED gives the vehicle owner thirty (30) days to get the signed form mailed to
them.

In most cases, a Maryland Safety Equipment Repair Order (SERO) can be signed by the
employees of any Maryland Authorized Inspection Station (usually gas stations) or by any
Maryland Police Officer.

There are, however, some violations which cannot be signed by police officers. Vehicle
equipment violations which require specialized equipment for inspection, such as wheel
alignment, suspension, steering, tires, etc., require that the vehicle be inspected only at
a Maryland Authorized Inspection Station. Additionally, if the Repair Order was issued for
a Tinted Window Violation, the inspection MUST be done by a member of the ASED Team

Unit Eight: Crashes and Malfunctions

during DRY weather only.

You should be aware that violations of vehicle equipment laws DO subject the operator of
the vehicle to a traffic citation. The issuance of a Vehicle Safety Equipment Repair Order
does not prevent the police officer from issuing a traffic citation (usually in the amount of
$45.00) as well. If you have been issued a Repair Order for your vehicle without being issued
a citation, consider that the police officer has given you “a break.” Please return the gesture
by getting your vehicle repaired as soon as possible.

Student Workbook For Maryland Driver Education Curriculum 8.5

 Unit 8 Review

What are some examples of mechanical issues? How can a driver address the
1 failures?

2 What is the best way to avoid mechanical issues?

3 Why is tire tread and pressure important?

4 In any kind of bad weather, what is the first thing a driver should do?
Unit Eight: Crashes and Malfunctions

5 What should a driver do in snow and ice?

What happens if a driver with a learner’s permit or a provisional license is given a

6 citation?

7 What are the best ways to avoid a collision?

8 After you are in a crash, when must you notify law enforcement?

9 What is a hit and run crash, and what are the penalties?

8.6 Student Workbook For Maryland Driver Education Curriculum

 NOTES
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Unit Eight: Crashes and Malfunctions

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Student Workbook For Maryland Driver Education Curriculum 8.7

 Safe Driving and Decision Making

1 What are our images of being a safe and legal driver?

2 What images does our culture give us about driving?

3 What makes a new driver a safe driver?

4 Is there a set of specific driving skills that are necessary to be a good driver?

5 What attitudes and beliefs does a safe driver display?

6
Unit Nine: Making Good Decisions

What is the connection between good decision making and good driving?

7 What is an unsafe driver?

8 Why is being a good decision maker an important part of being a safe driver?

9 What does it mean to be a good decision maker when driving?

9.1 Student Workbook For Maryland Driver Education Curriculum

 Quiz on Alcohol: True or False?

1 Alcohol is a drug. T F
2 Alcohol is a stimulant. T F
 ven if I have been drinking, coffee, a cold shower, or a meal can sober
E
3
me up. T F
4 Drivers under the age of 21 are allowed to have one drink. T F
5 Teens have higher crash rates on weekends and at night. T F
6 Having friends in the car will help you drive more safely. T F
7 Using alcohol and other drugs while driving has no effect on brain activity. T F
Using alcohol and other drugs while driving has no impact on your
8
perception of speed or distance. T F
 sing alcohol or drugs while driving will make you feel more confident
U
9
about your driving ability. T F

Unit Nine: Making Good Decisions

10 Using alcohol or drugs while driving can make you feel sleepy. T F

Student Workbook For Maryland Driver Education Curriculum 9.2

 Someone Like You

1 What happened to the two young men in the video?

2 How would you contrast their old lives with their current lives?

3 Who is suffering lasting effects from the two crashes?

4 What types of effects are they suffering?

Unit Nine: Making Good Decisions

5 Who else suffered from the crash? How did those other people suffer?

6 Could these crashes have been prevented?

7 How would you have prevented the crash?

9.3 Student Workbook For Maryland Driver Education Curriculum

 Parent – New Driver Agreement

Teen Driver Agrees to:

contact _________________________________ if I ever find myself in a situation in
which I do not feel safe (i.e. the driver has been involved in an argument, is drinking
or has taken drugs etc.) with the code word ____________________ to indicate
I need help to get home safely. I understand that I will be asked to discuss what
happened following a cool off period and will be expected to work on strategies
that will assist me in avoiding dangerous situations in the future. I also agree to do
my best to avoid situations involving risky behaviors.

X ____________________________________________________
New Driver

Unit Nine: Making Good Decisions

Parent/Guardian Agrees to:
pick up _________________________________ if I receive a text or call
that includes our code word____________________ no matter the time
of day or night. I will do my best to avoid a socially awkward situation for
my teen by either creating an excuse for picking them up or by acting in
an overprotective manner relieving them from any social judgment or
pressure. I further agree to reward my teen for making a courageous and
responsible decision by not penalizing or lecturing them. I will take the
cool off period to gain more perspective before discussing what they’ve
learned and work with them to develop strategies for avoiding situations
that involve risky behaviors.

X ____________________________________________________
Parent/Guardian

Student Workbook For Maryland Driver Education Curriculum 9.4

 LUV2XLR8: Reckless Driving

1 What happened in this crash?

2 Who was at fault in this crash?

3 Could this crash have been avoided?

Unit Nine: Making Good Decisions

4 What made the racers’ actions particularly dangerous?

5 As a driver, would it be possible for you to anticipate and avoid this crash?

9.5 Student Workbook For Maryland Driver Education Curriculum

 Sleep Quiz: True or False?

1 Everybody has a “biological clock.” T F

2 Drinking coffee cures drowsiness while driving. T F
3 I can tell when I’m going to fall asleep. T F
4 I’m a safe driver so it doesn’t matter if I’m sleepy. T F
5 I can’t take naps. T F
6 Nearly everyone gets enough sleep. T F
7 Being sleepy makes you misperceive things. T F
8 Young people need less sleep. T F
9 If I sleep a lot now, I won’t need to sleep as much later. T F

Unit Nine: Making Good Decisions

Student Workbook For Maryland Driver Education Curriculum 9.6

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Unit Nine: Making Good Decisions

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9.7 Student Workbook For Maryland Driver Education Curriculum

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Student Workbook For Maryland Driver Education Curriculum

Maryland Motor Vehicle Administration Information:
Call the MVA Customer Service Center
410-768-7000
1-800-492-4575 TTY for the Hearing Impaired
www.MVA.Maryland.gov

6601 Ritchie Highway, N.E.

Glen Burnie, MD 21062
(06-17)